1. Topic-
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| Round two-digit numbers to the nearest ten |
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2. Content-
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| How do numbers relate on a number line? How do we round? Why do
we need to round sometimes? |
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3. Goals: Aims/Outcomes-
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1.Students will begin to see how to round to the nearest ten when
using a number line.
2.Students will gain knowledge about why rounding is helpful.
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4. Objectives-
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1.Students will be able to see if a given number is closer to the
multiple of ten proceeding it or following it given the support of
a chunk of number line and a model.
2.Students will be able to determine whether to round up or down using
a white board with a number line and having the support of the teacher
using a white board under the document camera.
3.Students will be able to draw a model with the support of their
partner to show how an equation balancer (turned around to be a number
line)can help them determine whether to round to the smaller or larger
multiples of ten that it is between. |
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5. Materials and Aids-
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| taped off section of carpet, white boards, markers, document camera,
equation balances, paper, pencils, and crayons, index cards |
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6. Procedures/Methods-
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A. Introduction-
| Discuss why we would round a number. When do we need to know "about"
how many? |
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B. Development-
1.Using the taped off section of the carpet,demonstrate that we
can use a portion of a number line to help us round. Use a student
to stand on given numbers and see which multiple of ten he/she is
closest to.
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C. Practice-
| Move to the desks and have white boards handy. Teachers uses white
board and document camera. Find a given number on the board. Find
which multiples ten it is sandwiched between. Student determine how
far away the given number is from each multiple of ten. |
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D. Independent Practice-
| Students work in pairs. They are given equation balances turned
backward to represent part of a number line. They have four numbers.
They take turns hooking the numbers on to see which way the balance
falls. (Discuss that we simply need a rule for the middle number ending
in five as it will not fall.) Students draw their scales and indicate
which way it leaned. |
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E. Accommodations (Differentiated Instruction)-
| AS students help one another, I will be available to guide any students
who have questions or who are struggling. |
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F. Checking for understanding-
| Teacher will be able to hear math talk as partners work and will
have the picture products to determine if they understood the assignment
and what the model represented. |
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G. Closure-
| Have students turn to one another and tell their partner about a
time when we might need to know approximately how many and could round? |
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